English I by tyndale

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									English I
Ms. K. Williams
LAP 2- Character, Narrator and Voice

Reading Objectives:
Analyze character traits by what the characters say about themselves
Make inferences
Analyze the methods a writer uses to reveal character
Understand and analyze character motivation
Analyze and elaborate on ideas presented in primary and secondary sources
Evaluate whether a secondary source is an accurate reflection of an original text

Writing Objectives:
Revise and edit
Autobiographical narrative for publication (Narrative)
Prewrite and write/draft a persuasive essay (Persuasive)

Vocabulary Objectives:
Synonyms
Map unfamiliar words

Grammar Objectives:
Verb tenses
Writing Complete Sentences
Parts of Speech: Modifers

PA Standards:
1.3 B Analyze the uses and effectiveness of literary elements
1.3 C Analyze the effect of various literary devices
1.1 E Reinforce reading vocabulary by identifying and grouping related words
1.5E Revise writing after rethinking logic of organization and rechecking central idea,
content, paragraph development, level of detail, style, tone, and word choice
1.5F Edit writing using the conventions of language

Resources
Holt’s Elements of Literature Level 3
   1. “Thank You, M’am” pp.86-91
   2. “Marigolds” pp. 118-127
   3. “Teaching Chess; Community Service; Feeding Frenzy” pp. 96-103
   4. “The Interlopers” pp. 150-157
   5. “The Necklace” pp. 159-170
   6. “The Cask of Amontillado” pp. 172-181
   7. “Four Readings About Poe’s Death” pp. 183-190
   8. The House on Mango Street (novel)
   9. Writing Workshop: Persuasive Essay
Assessments
In order to earn a credit for this LAP, you must complete the following:
    1. All journal entries and classwork
    2. All homework assignments
    3. An original “street narrative” for The House on Mango Street
    4. Completed persuasive essay
    5. Tests/quizzes with questions for all stories

Activities

To earn a credit for LAP 2 pick one activity for each of the three stories. You many hand
them in one at a time or all together.

       “Thank You M’am”

       Language Analysis

   1. Idioms-Don’t Take Them Literally
      When it’s raining cats and dogs, you don’t expect creatures to be falling from the
      sky. Every language has idioms like that one, phrases and expressions that mean
      something different from their literal meaning How would you explain the
      following idioms, used in the story to someone who has just started to learn
      English?

             -take off full blast
             -have a bite to eat
             -make a dash for it
             -latch on to my pocketbook

       With a partner, write five entries for a classroom dictionary of English idioms.
       Use each idiom in a sentence, and then write a definition of it.

       Creative Writing

   2. Character Up Close
      You may not realize it, but the people around you are very interesting. Select a
      person you know whom you can use as the subject of a character sketch. Think of
      that person’s spirit—how does he or she cope with joy and sorrow, trouble and
      success? Describe what the person looks like, how he or she acts under stress,
      how other people respond to him or her. Describe the person’s setting. You may
      want to tell an anecdote, or a little story, about the person. Choose your details
      carefully. Hughes needed only a few details to bring Mrs. Jones to life.
Creative Writing

3. Found Poetry
   Sometimes poetry is found embedded in prose paragraphs. Sometimes it’s found
   in news articles, even in weather forecasts or recipes. Find the paragraph from
   “Thank You, M’am” that begins “In another corner of the room” and reformat it
   so that it looks like a poem. Break the sentences into lines that seem right to you.
   Use very short lines for dramatic effect. Change any words you wish to. It will
   be up to you to decide where to end your poem.

   “Marigolds”

   Writing a Letter

   1. A Personal Response
      Collier recalls that the first agency she sent her story to returned it with a note
      saying the story had no hope of publication. Write a response to that agency
      in the form of a letter. You might talk about one or all of these issues:

           -how you felt about the story in general
           -how you connected with the text
           -how you felt about certain passages

   Conflict Resolution

   2. Resolving Conflicts
      An important part of solving problems is understanding the results, or effects,
      of certain troublesome actions. Using a chart like the one below, focus on
      Lizabeth’s actions and their effects on other people and on herself. Then,
      focus on a conflict in your school or community. Prepare another chart citing
      actions or events and the ways they affect other people.

   Art

   3. Imitating Bearden
      A collage is a collection of images taken from various sources (magazines,
      newspaper, photographs, even the artist’s own drawings). Collages can also
      include pieces of cloth, words, or even objects like stones or shells or dried
      flowers. Create a collage of your own showing Miss Lottie’s house and her
      flowers. For your collage be sure to add some words from the story.
   “The Interlopers”

   Comparing Characters

1. Two “Monsters”?
   In a brief essay, compare Ulrich with Zaroff in “The Most Dangerous Game.”
   How are the two men alike? How are they different? Remember that when
   you compare two things, you show how they are alike and, perhaps, how they
   are different as well.

   Evaluating a Story

2. You, the Reviewer
   Suppose you are a member of a team of readers deciding whether Saki’s story
   should be included in a textbook. Write a brief statement about the story in
   which you (a) tell why you think the story will (or will not) appeal to high
   school students, (b) give at least two reasons for your opinion, and (c) tell how
   the story compares in appeal with two other stories you have read (mention
   the titles and the authors of the other stories). As part of your statement, you
   might add a rating scale for “The Interlopers.” Zero is the lowest rating, and
   Five is the highest.

   Creative Writing

3. Making a Storyboard
   Filmmakers use storyboards to plan their camera shots. Imagine that you are
   the director of a thirty-minute film of “The Interlopers,” create a storyboard
   showing each scene as you will shoot. You may, if you wish, create new
   scenes that take place before and after events in the story. First, sketch the
   major story events on cards, one camera shot per card. Then, arrange the
   cards in sequence on a sheet of cardboard, and discuss the shots. How do you
   want to arrange the events? Will they be in chronological order, or will you
   add flashbacks? Will you have to add or cut scenes?

   “The Necklace”

   Creative Writing

   1. Extending the Story
      Write a paragraph telling what might happen after Mme. Forestier reveals
      that the necklace was a fake. Does she return the difference in value
      between the original necklace and the one she received as a replacement?
      Do the Loisels now begin to lead a different kind of life? Is it too late for
      Mathilde to recapture the past-her beauty and social triumph? Has she
      learned something during those ten years that makes her unwilling to try?
    Analyzing Points of View

2. Another Point of View
   Think about this story’s point of view as if you were Maupassant trying to
   decide how to tell your story. Write a paragraph telling how the story
   would change if it were told in first person by:

        a. Mathilde’s husband
        b. Mathilde herself

Be specific. Cite at least two ways in which the story or its effect would differ
if a different person told it.

    Music

3. Mood Music
   Suppose you were to make a short film of “The Necklace” and wanted to
   add songs to the soundtrack as a way of expressing Mathilde’s feelings.
   Select the songs you would use at these three moments: Mathilde at home
   before learning of the invitation; Mathilde at the party; Mathilde on the
   Champs Elysees ten years later. Play recordings of the songs you choose,
   or read the lyrics to the class.

 “The Cask of Amontillado”

Explaining a Theory

1. Finding a Motive
   Suppose a detective assigned to the case at the time it happened wrote a
   report with this theory about the disappearance of Fortunato:

   “Montresor is the last member of an aristocratic Catholic family that lost
   its money. Fortunato was businessman who had recently become wealthy
   and wasn’t above cheating to make money. Fortunato also was member of
   the Masons, a secret Protestant organization that Catholics cannot join.
   These facts explain Montresor’s hatred of Fortunato They also supply him
   with a motive for murder.”

   Now you are another detective assigned to the still unsolved case a few
   years later. In a report to your supervisor, explain exactly what you think
   of this theory. If you agree or disagree, tell why and find reasons in the
   story to support your case.
     Drawing
       2. Designing a Stage Set
           Suppose Poe’s story is to be dramatized for TV and you are in charge of set
           design. Before you present your design to your director, decide on an
           exact time period for the story.

   Persuasive Essay
1. Write a five paragraph persuasive essay on an issue (arguing a point). For
   example, you could write about how one book or movie was better than another.
   You would need to include supporting facts and/or details.

     “The House on Mango Street”
     Your project is a “street narrative” that parallels the themes and ideas in “House
      on Mango Street.”

1.   Street Narrative
     A street narrative is the story of street. When writing about this street, ask
     yourself, as the author, the following questions:
             -What is this street’s name?
             -Who lives on this street?
             -What happens here?

     Your street narrative will be a finished and professional quality piece that details
     fictional or non-fictional experiences that show life..real life. Although Cisneros’
     piece is fiction, she draws strongly from her real life and the real lives of others.
     You must also draw from real experience.

     Whether you choose to write fiction or non-fiction pieces, your goals are the
     same. You must:
           -Create a Voice
           -Provide Sensory Detail
           -Show don’t tell
           -Create a Sense of Place

     We will use House on Mango Street as a model, a guide through the caverns of
     fictional narrative writing.

     You will turn in a NEAT, illustrated book (binded colorful construction paper as
     pages) of your narrative writing.
        1. 10 pages long-THE FIRST PAGE IS YOUR COVER
        2. Must have table of contents
        3. Must include at least 3 illustrations and 7 pages of writing
        4. No blank or slightly filled pages
        5. Creativity and presentation are important to your success!

								
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